Secondary Schools & FE

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  “This has been an eye-opening 5 days and I have enjoyed every minute. I now can’t wait to get back into school and start to implement this system. I feel full of enthusiasm and hope to have some students up and running within a week. I feel certain that they will not fail using this system where they have failed with others. This makes so much sense and is so obvious, it is like a curtain has been lifted and I am now in the light! Thank you.”

  J.O, Yr 7 SENCo

   

  “It has turned on its head much of what I had believed or had been taught about the acquisition of reading skills…I want to go back to college to implement SRS and to shout about it and to fundamentally change the way we support ‘catch up readers’.”

  C.K, FE College

   

  “I am overjoyed to finally understand the code myself and to have been taught how to teach it to my students. It’s impossible to overstate how grateful I am to you for all your hard work in ordering the learning and creating all the resources.”

  S.W, FE College

   

  “This programme has made me re-evaluate the ideas I had about learning to read and learning to spell. It has made me realise how important the ‘mechanics’ of reading and writing are, and how, once the mechanics have been mastered, the floodgates to learning are opened. I think it is a revolutionary system that could empower millions of people, both young and old, in the UK and other English speaking countries, enriching their lives and giving them a voice…”

  S.A, Volunteer

   

  

   

  “The Sound Reading System is structured and presented in a logical progression. It moves from simple to complex in very small achievable steps. It is not random – so the learner’s brain can cope with the information given and ‘slot’ in new information as it occurs, so that the whole makes sense and the learner understands it.
  My teaching of reading and spelling will always start with sounds. It will be structured and logical. I will understand what I am doing!
  Exhausting, challenging, interesting – fantastic! This has been the best training which I have had – ever, in that I am going away with something which I know will be invaluable to my future teaching. Thank you Fiona!”

  J.B, FE College

   

  “The training has enabled me to reframe my thinking about why children cannot read. I now have a clear understanding; all the instincts and intuitions that have been niggling away in my mind for years have now been resolved. It’s perfectly obvious now, why children get into difficulties with reading, writing and spelling. I have been guilty of colluding with this nonsense in the past. I am now armed and ready with the information and strategies I need to begin to remedy this situation. (In my own backyard for starters!)

  This training has been entirely worth it. I already have 4 older (Y11) pupils waiting to be my first willing conscripts. I hope I can meet their expectations. I can only imagine what it feels like to admit, at the age of 16, that you cannot read. Such courage. I am determined that this does not continue in my school.”

  E.C, Deputy Head of Teaching and Learning, Academy

   

  “SRS will definitely help me with low level led learning.
  Because SRS follows a clear structure that is easy for the teacher and learner to grasp.
  SRS builds up knowledge and understanding which is clearly shown in a learner’s work and progress.
  Has highlighted a clear way to teach reading.
  Has helped me to understand the phonetic knowledge that I have already learnt.
  Made me realise how passionate some people are about raising the standards of reading.
  How there needs to be a change within schools.
  Thanks for an amazing, inspirational five days!”

  H.T, Teacher, Academy

   

  “English is the Lingua Franca – it is the most important language in the world. Language is the vehicle of imagination and enables communication. Low levels of literacy link to people being excluded from society. For many years, we have not been getting the teaching of reading and spelling right. This absolutely needs to change and I can see this happening through my new understanding of the code and how we should use sound as a hook for teaching, reading and spelling. My whole approach to teaching reading and spelling has been re- shaped and I am looking forward to implementing this in my school and observing improvements in literacy and self esteem.”

  L-J S, SENCo Academy

Training Courses